Amelia Wenk Gotwals
Biographic Data
| ID | 1604041 |
|---|---|
| NAME | Amelia Wenk Gotwals |
| GIVEN NAMES | Amelia Wenk |
| FAMILY NAME | Gotwals |
| SIGNATURE | GOTWALS A W |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-7907-8649 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement
The importance of providing children with more robust opportunities to access high-quality science instruction is a widely recognized challenge. Unfortunately, science instruction is often neglected in the earliest school grades, meaning that many young children face opportunity gaps in learning science. We present the results of a meta-analysis of experimental and quasi-experimental research of the effects of classroom-based preschool/pre–K–firs…
Supporting teachers to enact science talk in early elementary classrooms
Teachers’ Vocabulary Talk in Early-Elementary Science Instruction
The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that…
Formative assessment practice progressions for teacher preparation
Assessing students’ approaches to modelling in undergraduate biology
In this study, we propose an ‘Approach to Modeling’ (AtM) framework for examining how undergraduates approach tasks that require modelling scientific phenomena. Our framework is adapted from Approach to Learning (AtL) theories and consists of three observable behavioural constructs: metacognition, generative thinking, and causal reasoning. Twenty students participated in two think-aloud interviews, one year apart, in which they engaged in a total…
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
Professional development at the local level
Professional development at the local level
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
Formative assessment practice progressions for teacher preparation
Professional development at the local level
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
Assessing students’ approaches to modelling in undergraduate biology
In this study, we propose an ‘Approach to Modeling’ (AtM) framework for examining how undergraduates approach tasks that require modelling scientific phenomena. Our framework is adapted from Approach to Learning (AtL) theories and consists of three observable behavioural constructs: metacognition, generative thinking, and causal reasoning. Twenty students participated in two think-aloud interviews, one year apart, in which they engaged in a total…
Formative assessment practice progressions for teacher preparation
Teachers’ Vocabulary Talk in Early-Elementary Science Instruction
The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that…
Supporting teachers to enact science talk in early elementary classrooms
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement
The importance of providing children with more robust opportunities to access high-quality science instruction is a widely recognized challenge. Unfortunately, science instruction is often neglected in the earliest school grades, meaning that many young children face opportunity gaps in learning science. We present the results of a meta-analysis of experimental and quasi-experimental research of the effects of classroom-based preschool/pre–K–firs…
Mathematics education (5 works) · Psychology (5 works) · Computer Science (4 works) · Pedagogy (4 works) · Science Education and Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Science education (3 works) · Educational Strategies and Epistemologies (2 works) · Sociology (2 works) · Teaching method (2 works)